February  26,  1921 


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Twelfth  Series,  No.  13 


®eatf)£r£>  College  ^Bulletin 


Social-Hygiene  Education 


Report  on  a  Social -Hygiene  Program 
Given  at  Teachers  College  in  the 
Summer  Session  of  1920 


Under  the  auspices  of 


Teachers  College  of  Columbia  University 
United  States  Interdepartmental  Social  Hygiene  Board 
United  States  Bureau  of  Education 
United  States  Public  Health  Service 
American  Social  Hygiene  Association 


Published  by 

GDeacberg  College,  Columbia  Umbem'tp 

525  West  120th  Street 
New  York  City 


{£eacf)erg  College  ^Bulletin 


Twelfth  Series,  No.  13  February  26,  1921 

Published  fortnightly  from  September  to  May,  inclusive.  Entered  as  second-class  matter,  January 
15,  1910,  at  the  Post  Office,  New  York,  N.  Y.,  under  Act  of  August  24,  1912.  Acceptance  for  mail¬ 
ing  at  special  rate  of  postage  provided  for  in  Section  1103,  Act  of  October  3,  T917,  authorized. 


REPORT  ON  A  PROGRAM  IN  SOCIAL-HYGIENE  EDUCATION 


Introduction 

In  the  Summer  Session  of  1920,  Teachers  College  of  Columbia 
University  offered  a  program  of  courses,  conferences,  and  exhibits 
in  social-hygiene  education  (the  larger  sex-education)  from  July  6 
to  August  13.  In  carrying  out  this  program,  the  College  had  the 
helpful  cooperation  of  the  United  States  Interdepartmental  Social 
Hygiene  Board,  the  United  States  Bureau  of  Education,  the  United 
States  Public  Health  Service,  and  the  American  Social  Hygiene 
Association.  The  Social  Hygiene  Board  appropriated  $5,000  for 
special  expenses  not  provided  for  in  the  regular  budget  of  the 
College. 

The  program  was  in  charge  of  an  administrative  committee 
consisting  of  the  following  persons:  Director  John  J.  Coss,  of  the 
Summer  Session  of  Columbia  University;  Director  Paul  Monroe, 
of  the  School  of  Education  of  Teachers  College;  Dr.  William  F. 
Snow,  General  Director  of  the  American  Social  Hygiene  Associa¬ 
tion;  and  Director  Maurice  A.  Bigelow  (chairman),  of  the  School 
of  Practical  Arts  of  Teachers  College.  This  committee  had  the 
constant  advice  and  cooperation  of  Dr.  Thomas  A.  Storey,  Execu¬ 
tive  Secretary  of  the  Interdeoartmental  Social  Hygiene  Board,  and 
of  Dr.  Willard  S.  Small,  Superintendent  of  Field  Service,  Educa¬ 
tional  Research  and  Development,  of  the  same  Board. 

The  Purpose  of  the  Program 

The  official  representatives  of  die  five  cooperating  organizations 
under  whose  joint  auspices  the  program  was  conducted  agreed 
in  advance  on  the  fundamental  proposition  that  social-hygiene 
education  in  schools  and  colleges  should  not  be  given  prominence  as 
a  course  or  courses  of  sex-instruction  by  a  special  teacher.  On  the 
contrary,  it  was  agreed  that  all  teaching  concerning  sex  and  its 
manifold  relations  to  human  life  should  be  merged  unobtrusively 
into  regular  subjects  of  instruction,  notably,  the  biological  sciences, 
general  hygiene,  nursing,  physical  eduction,  sociology,  ethics, 
literature,  and  home-making  (household  artsy  Moreover,  the  same 
natural  relationships  should  be  followed,  as  *ar  as  possible,  in  all 
sex-instruction  outside  of  schools  and  colleges. 

From  the  above  proposition  followed  a  second  one  adopted  by 
the  committee  and  its  advisers,  namely,  that  special  teachers  of 
social  hygiene  are  not  desirable,  but  that  regular  teachers  of  the 
subjects  named  above  should  be  prepared  to  make  taese  subjects 
contribute  their  part  in  the  plan  for  interdepartmental  instruction 
of  young  people  concerning  the  vitally  important  facts  and  bearings 
of  social  hygiene  in  its  largest  sense. 


3 


4 


TEACHERS  COLLEGE  BULLETIN 


Accepting  these  propositions  as  to  the  place  of  social  hygiene  in 
general  education,  the  organizing  committee  announced  that  the 
program  was  not  planned  for  the  purpose  of  preparing  specialists  in 
social  hygiene  for  teaching  in  schools  and  colleges,  but  that  it  was 
intended  to  help  teachers  of  standard  subjects,  social  workers,  and 
parents  prepare  to  help  in  the  instruction  and  guidance  of  young 
people. 

With  this  understanding  of  the  program  in  social-hygiene  educa¬ 
tion,  Teachers  College  invited  high-school  and  college  teachers  and 
supervisors  of  the  subjects  that  contribute  to  social  hygiene,  workers 
in  social-hygiene  societies,  professional  social  workers,  public 
health  nurses,  and  parents  to  attend  one  or  more  of  the  following 
courses  and  conferences,  either  as  students  or  as  approved  visitors. 

Outline  of  the  Program 

Note,  (i),  (2),  and  (3)  below  were  recommended  especially  for  teachers,  school 
officials,  social  workers,  nurses,  and  parents  who  are  beginning  the  study  of  social- 
hygiene  education.  (4)  and  (5)  were  open  only  to  advanced  students  and  visitors. 

(1)  Lecture  Series  I — Biology  for  Social  Hygiene.  Twenty-nine 
illustrated  lectures.  Miss  Stackpole,  Dr.  Kenyon,  Professor 
Bigelow,  and  Mrs.  Cady. 

This  series  presented  the  main  facts  of  biological  sciences  selected  for  use  in 
social-hygiene  education:  (a)  The  life  histories  of  common  animals  and  plants 
used  in  sex-instruction  of  young  people,  (bj  Outlines  of  human  embryology, 
(c)  The  physiology  and  hygiene  of  the  reproductive  system,  (d)  The  fundamental 
facts  and  principles  of  heredity  and  eugenics  which  are  needed  in  social-hygiene 
education,  (e)  The  bacteriological  and  physiological  facts  relating  to  social- 
hygiene. 

Candidates  for  Bachelor’s  or  Master’?  degrees  registered  for  this  series  as 
Biology  si 04  (2  points). 

(2)  Lecture  Series  II — Survey  of  Social  Hygiene.  Twenty-nine 
lectures.  Dr.  Snow  and  Professor  Bigelow  in  charge.  Special 
lecturers. 

This  series  surveyed  the  social-ffigiene  movement  with  special  emphasis  on  its 
educational  possibilities. 

Candidates  for  degrees  registered  for  this  series  as  Education  S301B  (2  points). 

(3)  Exhibit  Series — Exhibits  of  illustrative  materials  (pamphlets, 
posters,  lantern-slides,  charts  and  motion  pictures)  supplied  by 
the  United  States  Interdepartmental  Social  Hygiene  Board,  the 
United  States  Bureau  of  Education,  the  United  States  Public 
Health  Service,  and  the  American  Social  Hygiene  Association. 

(4)  Conference  Series .  Dr.  Snow  and  Professor  Bigelow  in  charge. 

Conferences  wee  held  on  Monday,  Wednesday,  and  Friday,  3.30-5.40,  and 
were  open  to  advanced  students  and  approved  visitors  who  had  previously  studied 
social  hygiene. 

(5)  Adviced  Course — Education  S30IC,  4  points.  Professor 
Bigelow  H  charge. 

This  ^urse  was  intended  for  workers  in  the  social-hygiene  field  who  already 
had  a  general  familiarity  with  the  movement,  and  especially  with  the  leading  facts 


SOCIAL-HYGIENE  EDUCATION 


5 


included  in  Lecture  Series  I  and  II.  It  dealt  with  a  series  of  the  present-day 
problems  of  social  hygiene  as  related  to  education.  Work  was  assigned  for  each 
individual,  and  reports  were  presented  for  discussion  and  criticism  by  the  class. 

(6)  Related  Subjects — Courses  in  personal  hygiene,  nursing, 
sanitation,  bacteriology,  physiology,  psychology,  and  social  science 
were  offered  for  registered  students  of  Teachers  College  in  the 
Summer  Session ;  and  such  courses  were  combined  by  many  students 
with  one  or  more  of  the  above  courses  in  social  hygiene.  Full 
information  concerning  such  related  courses  was  published  in  the 
“Announcement  of  the  Summer  Session,  1920.” 

Most  students  registered  for  a  total  program  of  6  to  8  points, 
which  required  three  to  four  hours  outside  reading  each  day  for  six 
weeks. 

Registered  students  in  Lecture  Series  I  and  II  were  required  to 
submit  note-books  and  notes  on  assigned  readings  from  the  reference 
lists  which  are  printed  at  the  end  of  this  report. 

Lecturers  and  Topics 

In  order  to  give  students  and  visitors  the  opportunity  of  meeting 
many  representative  workers  in  various  phases  of  social-hygiene 
education,  and  also  in  order  to  get  a  consensus  of  opinion  regarding 
the  fundamental  principles  of  social-hygiene  education,  the  Admin¬ 
istrative  Committee  invited  more  than  fifty  men  and  women  to  take 
part  in  the  summer  program.  There  are  recorded  below  only  the 
names  of  those  who  were  able  to  arrange  their  own  plans  so  as  to 
cooperate  in  the  lectures  and  conferences. 

The  abbreviations  used  in  this  bulletin  are  as  follows:  A.S.  H.A. 
for  American  Social  Hygiene  Association;  I.S.H.B.  for  United 
States  Interdepartmental  Social  Hygiene  Board ;  P.  H.  S.  for  United 
States  Public  Health  Service;  and  T.  C.  for  Teachers  College  of 
Columbia  University. 

The  Administrative  Committee  carried  out  its  general  plan  to 
devote  the  lectures  of  Series  II  and  the  conferences  of  the  first  two 
weeks  to  a  general  survey  of  aims  and  principles  of  social-hygiene 
education  (sex-education),  and  then  to  schedule  special  lectures 
according  to  the  personal  convenience  of  the  many  lecturers  whose 
summer  plans  made  a  logical  sequence  impossible. 

Lecture  Series  II  and  the  conferences  in  the  fourth  week  (July 
26-30)  were  entirely  under  the  control  of  the  Interdepartmental 
Social  Hygiene  Board,  which  presented  a  special  program  (see  page 
8). 

General  Principles  of  Social-Hygiene  Education 

“The  Meaning  and  Field  of  Social  Hygiene  and  Social-Hygiene 
Education” — Professor  M.  A.  Bigelow,  of  Teachers  College. 
Two  lectures  introducing  Series  II. 

“The  Biological  Foundations  of  Social-Hygiene  Education” — 
Professor  Bigelow.  Lecture  introducing  Series  I. 


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TEACHERS  COLLEGE  BULLETIN 


“Social  Hygiene  and  National  Conservation” — Dr.  William  F. 
Snow,  of  A.  S.  LL  A. 

“Social  Hygiene  in  Health  Education” — Dr.  Snow. 

“General  Principles  of  Sex-Education” — Dean  Emeritus  Thomas 
M.  Balliet,  of  New  York  University. 

“General  Principles  of  Sex-Education” — Dr.  M.  J.  Exner,  of 
Y.  M.  C.  A.  and  A.  S.  H.  A.  Two  lectures. 

“Sex-Instruction  as  a  Home  Problem” — Dr.  Ira  S.  Wile,  physician, 
New  York  City. 

“Problems  of  Sex- Education  for  Women” — Dr.  Josephine  H. 
Kenyon.  Three  special  lectures  for  students  who  could  not  attend 
either  lecture  series. 

“Review  and  Conclusions  of  Twenty  State  Sex-Education  Con¬ 
ferences” — Mr.  Edward  F.  Van  Buskirk,  of  U.  S.  P.  H.  S. 

“Biology  and  Social  Hygiene” — Dr.  T.  W.  Galloway,  of  Y.  M. 
C.  A.  and  A.  S.  H.  A. 

“Biological  Conditions  in  Social  Hygiene” — Dr.  Benjamin  C. 
Gruenberg,  of  U.  S.  P.  H.  S. 

Social  Hygiene  in  Schools 

“Social  Hygiene  in  High-School  Science” — Mr.  Van  Buskirk. 
Two  lectures. 

“Social  Hygiene  for  High-School  Girls” — Dr.  Florence  H. 
Richards,  of  William  Penn  High  School,  Philadelphia. 

“Results  of  Sex-Education  in  a  Co-Educational  High  School” — • 
Mr.  James  Peabody,  of  Morris  High  School. 

“Social  Hygiene  in  a  Boys’  High  School” — Professor  Walter  H. 
Eddy,  of  Teachers  College. 

“A  Social-Hygiene  Plan  on  a  Biological  Basis  for  Kindergarten 
to  College” — Mrs.  Bertha  Chapman  Cady,  of  Chico  (Cal.)  State 
Normal  School.  Five  lectures. 

Biological  Materials  for  Social  Hygiene 

“Outlines  of  Embryology” — Miss  Caroline  E.  Stackpole,  of 
Teachers  College.  Eight  illustrated  lectures. 

“Sex  Physiology  and  Hygiene” — Dr.  Josephine  Hemenway 
Kenyon,  of  Teachers  College.  Eight  lectures. 

“Outlines  of  Heredity” — Professor  M.  A.  Bigelow.  Three 
lectures. 

“Applied  Eugenics” — Mr.  Paul  Popenoe,  of  A.  S.  H.  A.  Three 
lectures. 


SOCIAL-HYGIENE  EDUCATION 


Hr 

/ 


Social  and  Psychological  Aspects  of  Social  Hygiene 

“Art  Appreciation  of  Value  in  Social  Hygiene” — Professor  Arthur 
W.  Dow,  of  Teachers  College.  Illustrated  lecture. 

“Psychology  of  Sex” — Professor  Leta  S.  Hollingworth,  of 
Teachers  College.  Two  lectures. 

“Evaluation  of  Freud’s  Psychology  of  Sex” — Professor  R.  S. 
Woodworth,  of  Columbia  University. 

“Social  Adjustments  of  Family  Life” — Mrs.  Anna  Garlin 
Spencer,  author  and  lecturer,  White  Plains,  N.  Y. 

“Sex  Ethics” — Professor  John  M.  Cooper,  of  the  Catholic  Uni¬ 
versity.  (This  lecture  has  been  published  in  Social  Hygiene  (A.  S. 
H.  A.)  and  reprinted  as  a  separate  pamphlet  under  the  title  “Human 
Welfare  and  the  Monogamous  Ideal,”  price  io  cents. 

Legal  Aspects  of  Social  Hygiene 

“Social  Hygiene  Legislation” — Mr.  Bascom  Johnson,  of  A.  S. 

H.  A. 

“Social  Llygiene  Law  Enforcement” — Mr.  Frederick  Whitin, 
of  Committee  of  Fourteen,  New  York  City. 

Protective  and  Corrective  Work 

“Protective  Work  with  Girls” — Miss  Maude  E.  Miner,  Director 
of  Waverley  House,  New  York  City. 

“Social  Hygiene  for  Girls” — Mrs.  Jane  Deeter  Rippin,  General 
Director  of  Girl  Scouts. 

“Corrective  Work  with  Women” — Dr.  Katherine  B.  Davis, 
Director  of  Bureau  of  Social  Hygiene,  New  York  City. 

Medical  Aspects  of  Social  Hygiene 

“Medical  Aspects  of  the  Venereal  Menace” — Dr.  James  Peder¬ 
sen,  physician,  New  York  City. 

“Social  Hygiene  and  Public  Health” — Dr.  C.  C.  Pierce,  of 
U.  S.  P.  H.S. 

“Medical  Measures  for  Combating  Venereal  Diseases” — Dr.  A.  N. 
Thomson,  of  A.  S.  H.  A. 

“Motion-pictures  on  Venereal  Diseases” — Dr.  H.  E.  Klein- 
schmidt,  of  A.  S.  H.  A. 

Army  and.  Na.vy  Problems 

“Social  Hygiene  in  the  Army” — Colonel  Percy  M.  Ashburn. 
“The  Morale  Work  of  the  Navy” — Captain  David  E.  Sellers. 

Conclusion 

“General  Summary  of  the  Social  Hygiene  Program” — Professor 
Bigelow. 


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TEACHERS  COLLEGE  BULLETIN 


Special  Program  of  the  Interdepartmental  Social  Hygiene  Board 

Lecture  Series  II  and  the  Conferences  for  the  Fourth  Week  were 
directed  by  the  United  States  Interdepartmental  Social  Hygiene 
Board. 

Speakers 

Dr.  T.  A.  Storey,  Executive  Secretary,  Interdepartmental  Social 
Hygiene  Board. 

Dr.  Walter  S.  Cobb,  Acting  Director,  Scientific  Research,  I.  S.  H.  B. 
Mr.  Sidney  Morgan,  Acting  Director,  Division  of  Information, 
Records  and  Planning,  I.  S.  H.  B. 

Dr.  W.  S.  Small,  Director,  Division  of  Educational  Research  and 
Development,  I.  S.  H.  B. 

Mr.  Charles  E.  Miner,  Executive  Assistant,  Division  Relations 
with  States,  I.  S.  H.  B. 

Miss  Henrietta  Additon,  Executive  Assistant,  Division  Relations 
with  States,  I.  S.  H.  B. 

Dr.  W.  F.  Snow,  General  Director,  American  Social  Hygiene  Asso¬ 
ciation. 

Dr.  M.  P.  Ravenel,  University  of  Missouri. 

Dr.  Roger  Lee,  Harvard  University. 

Dr.  Jesse  F.  Williams,  Teachers  College,  Columbia  University. 

Dr.  Royce  R.  Long,  Colorado  State  Teachers  College. 

Dr.  Caroline  Croasdale,  State  Teachers  College,  Albany,  New 
York. 

T opics 

“The  Composite  Program  of  the  Interdepartmental  Social  Hygiene 
Board.” 

a.  “A  Program  of  Intergroup  Hygiene” — Dr.  Storey. 

b.  “Sources  of  Informational  Hygiene  Developed  by  the  Board — 

Medical,  Educational,  Psychological  and  Sociological  Re¬ 
searches” — Dr.  Cobb. 

c.  “Distribution  of  Informational  Hygiene  in  the  Program  of  the 

Board” — Mr.  Morgan. 

d.  “Intergroup  Educational  Hygiene  Established  by  the  Board  in 

Normal  Schools,  Colleges  and  Universities” — Dr.  Small. 

e.  “Intergroup  Protective  Social  Hygiene.  The  Protective  Social 

Measures  Program  of  the  Board” — Mr.  Miner. 

/.  “Intergroup  Constructive  and  Reconstructive  Hygiene  under 
the  Board” — Miss  Additon. 

g.  “Intergroup  Preventive,  Remedial  and  Aggressive  Hygiene. 

The  Prevention,  Treatment  and  Control  of  Venereal  Disease 
through  State  Departments  of  Health  assisted  by  the  Divi¬ 
sion  of  Venereal  Disease  of  the  Public  Health  Service  and 
by  the  Board” — Dr.  Snow. 

h.  Discussion  of  the  Program  of  the  Board. 


SOCIAL-HYGIENE  EDUCATION 


9 


“Emphases  in  Social  Hygiene  Essential  to  the  Complete  Presen¬ 
tation  of  General,  Individual,  Group  and  Intergroup  Hygiene” — 
Dr.  Ravenel. 

“Health  Examinations  and  the  Opportunities  they  give  for 
Instruction  in  Social  Hygiene” — Dr.  Lee. 

“The  Contribution  of  Physical  Training  Activities  to  Social 
Hygiene  Education” — 

a.  “The  Moral  Prophylaxis  of  Wholesome  Habits  of  Physical 

Recreation” — Dr.  Williams. 

b.  “Opportunities  of  the  Coach  and  Athletic  Trainer  for  Instruc¬ 

tion  in  Social  Hygiene” — Dr.  Long. 

“Special  Problems  Incident  to  the  Education  of  Women” — Dr. 
Croasdale. 

Motion-Pictures  in  the  Social-Hygiene  Program 

The  following  motion-pictures  relating  to  social  hygiene,  and 
contributed  by  the  American  Social  Hygiene  Association,  were 
exhibited  for  criticism  and  discussion  by  students  and  visitors: 

“Fit  to  Win”  (revised) 

“The  Gift  of  Life” 

“The  American  Plan” 

“Lecture  Film  for  Women” 

“The  End  of  the  Road”  (abridged) 

Dr.  Kleinschmidt,  of  the  American  Social  Hygiene  Association, 
presented  two  motion-pictures  on  venereal  disease  to  a  selected 
audience  of  physicians,  nurses,  and  advanced  students  of  physiology. 

The  motion-pictures  attracted  large  numbers  of  mature  students 
of  education  who  did  not  attend  the  public  lectures  on  social  hygiene. 
The  average  attendance  was  more  than  five  hundred  students.  The 
general  opinion  was  that  the  films  shown  were  highly  efficient  in  at¬ 
tracting  attention  and  in  teaching  the  chief  social-hygiene  facts. 

Two  automatic  stereopticons,  loaned  by  the  American  Social 
Hygiene  Association,  were  used  during  the  last  two  weeks  and 
attracted  much  attention.  One  of  them  showed  a  series  of  fifty-two 
nature-study  slides  for  elementary  social-hygiene  teaching,  while 
the  second  machine  exhibited  continuously  eight  hours  per  day  for 
ten  days  a  series  of  fifty- two  paragraphs  selected  from  the  “Funda¬ 
mental  Principles  of  Social-Hygiene  Education”  as  printed  in  this 
bulletin.  Hundreds  of  students  and  visitors  who  did  not  attend 
Lecture  Series  II  stopped  to  read  the  paragraphs,  and  much  favor¬ 
able  comment  was  heard  by  college  officers  of  instruction  who  were 
in  close  touch  with  the  representative  students.  The  value  of  the 
machine  for  propagandic  instruction  was  recognized  by  all  who 
watched  its  attraction  for  students  who  otherwise  did  not  come  in 
contact  with  the  social-hygiene  program. 


10 


TEACHERS  COLLEGE  BULLETIN 


Fundamental  Principles  of  Social- Hygiene  Education  as  Presented  in 

the  Program 

The  following  paragraphs  summarize  the  consensus  of  opinions 
expressed  in  Lecture  Series  II  and  in  the  conferences.  They  were 
collected  by  members  of  the  Administrative  Committee  who 
regularly  attended  throughout  the  six  weeks  of  the  Summer  Session. 
Many  of  these  ideas  were  expressed  by  two  or  more  lecturers  who 
approached  social  hygiene  from  different  points  of  view.  During 
the  last  two  weeks  and  in  many  letters  received  after  the  closing 
day,  there  were  many  expressions  of  approval  of  the  general  unan¬ 
imity  concerning  all  essentials  of  social-hygiene  education.  In 
fact,  the  only  serious  disagreements  arose  over  the  statements 
of  two  speakers  who  casually  touched  venereal  prophylaxis,  which 
obviously  is  not  an  integral  part  of  an  educational  plan  for  social 
hygiene. 

Many  of  the  following  paragraphs  were  printed  on  lantern 
slides  and  by  means  of  an  automatic  stereopticon  were  presented 
as  a  continuous  visual  lecture  during  the  last  ten  days  of  the  Summer 
Session  (see  page  9). 

American  social  hygiene — Social  hygiene  in  the  broadest  sense 
is  concerned  with  all  aspects  of  social  health,  but  the  American 
usage  has  limited  the  term  to  those  social-health  problems  which, 
directly  and  indirectly,  have  grown  out  of  the  sexual  instincts. 

The  four  lines  of  attack  on  the  problems  of  social  hygiene  are: 
educational ,  recreational ,  legal ,  medical .  These  are  the  four  divisions 
of  the  social-hygiene  program  approved  by  the  Interdepartmental 
Social  Hygiene  Board,  the  United  States  Public  Health  Service, 
and  the  American  Social  Hygiene  Association. 

Meaning  of  social  hygiene — The  American  social-hygiene  move¬ 
ment  aims  at  the  best  possible  development  of  all  physical ,  psychical 
and  social  aspects  of  life  as  it  is  determined  or  influenced,  directly 
or  indirectly,  by  the  sexual  instincts  and  related  traditions. 

Social-hygiene  education  and  sex-education  are  not  names  proposed 
for  a  new  course  of  study  arranged  for  schools  or  colleges;  but 
simply  convenient  phrases  under  which  to  organize  and  direct 
educational  research  and  teaching  which  contribute  to  social 
hygiene  as  defined  above. 

Social  hygiene  education  or  sex-education  in  its  largest  sense 
includes  all  scientific,  social  (including  ethical),  and  religious 
instruction  and  influence  which  directly  and  indirectly  may  help 
3^oung  people  prepare  to  meet  the  problems  of  life  that  have  their 
center  in  the  sexual  instinct  and  inevitably  come  into  the  life  of 
every  normal  human  being. 

Sex-education  as  thus  defined  touches  great  problems  of  life 
in  so  many  ways  that  it  must  be  far  more  than  merely  a  school 
subject  limited  to  a  curriculum  extended  over  a  few  years.  On 


SOCIAL-HYGIENE  EDUCATION 


1 1 

the  contrary,  the  “larger  sex-education”  or  “social-hygiene  educa¬ 
tion”  includes  all  organized  effort,  both  in  and  outside  of  schools, 
toward  instructing  and  influencing  people  regarding  the  problems 
of  life  which  are  directly  and  indirectly  connected  with  sex. 

We  must  distinguish  between  sex-education  and  sex-instruction. 
Education  means  development  of  will,  feeling,  thought,  the  forma¬ 
tion  of  habits  and  of  character;  instruction  is  only  one  of  the 
means  of  education,  having  for  its  object  knowledge.  Young 
people  need  sex-education,  not  merely  sex-instruction. 

Sex-education  should  deal  with  health  and  morals.  Biological 
(including  physiological)  and  pathological  facts  are  to  be  taught 
only  as  reasons  for  hygienic  and  moral  living.  This  principle  rules 
out  much  that  is  given  in  books.  “Sexology”  is  not  needed.  The 
approach  with  adolescents  should  be  the  ethical  and  the  hygienic. 

No  sex  courses — It  is  not  desirable  that  any  parts  or  courses  of 
the  curricula  for  schools  and  regular  colleges  should  be  known  to 
the  public  as  “sex”  studies,  but  we  need  such  terms  as  “social  hy¬ 
giene”  and  “sex-education”  to  indicate  to  teachers  and  parents 
that  definite  parts  of  the  education  of  young  people  are  being 
directed  towards  a  healthy,  natural,  and  wholesome  relation  to 
life  as  it  is  affected  by  sex. 

Sex-instruction  should  not  be  concentrated  in  a  short  period 
of  youth  because  it  is  impossible  to  exert  the  most  desirable  in¬ 
fluence  upon  health,  attitude,  and  moral  character  except  by  in¬ 
struction  beginning  in  early  childhood  and  graded  for  each  period 
of  life  up  to  maturity. 

Character  education — Sex-education  is  but  a  phase  of  character 
education  as  a  whole  and  can  not  be  accomplished  at  any  one  time, 
but  must  be  a  progressive  process  of  care,  guidance,  instruction, 
and  example.  This  fact,  together  with  the  intimate  relationships 
of  the  members  of  the  family,  places  upon  the  home  the  chief 
responsibility  for  sex-education  of  children  during  the  earlier 
years.  However,  some  parents  do  not  understand  the  sex  nature 
of  their  children  and  do  not  fully  appreciate  the  need  of  sex  guidance, 
or  feel  themselves  unprepared  to  give  correct  instruction.  There¬ 
fore,  parents  should  be  helped  by  printed  matter  and  lectures  to 
prepare  themselves  for  guiding  and  instructing  their  children  in 
respect  to  sex. 

Protecting  children — It  is  nonsense  for  parents  to  feel  sure  that 
their  children  are  safely  protected  against  any  vulgar  first  lessons 
concerning  sex;  for  no  one  can  know  that  children  are  safely 
guarded  from  others  who  may  corrupt  their  innocent  minds.  Nor¬ 
mal  children  are  almost  certain  to  get  sexual  information  not  later 
than  the  early  adolescent  years,  and  usually  from  unreliable  and 
vulgar  sources  (see  reports  by  Exner  and  others).  Even  morals 
may  become  corrupted  and  health  irreparably  injured  several 


12 


TEACHERS  COLLEGE  BULLETIN 


years  before  puberty.  The  only  sure  pathway  to  health,  attitude, 
and  morals,  is  in  beginning  with  young  children  and  instructing 
them  as  gradually  as  the  problems  of  sex  come  forward  in  the 
individual  life. 

Beginning  sex-education — There  is  a  widespread  but  erroneous 
impression  that  sex-instruction  should  begin  with  the  approach 
of  adolescence  and  soon  be  completed.  On  the  contrary,  sex- 
education  should  extend  in  the  home  and  school  from  early  child¬ 
hood  to  maturity.  The  first  instruction  and  guidance  which  may 
begin  to  lay  the  foundation  for  the  individual’s  sex-education 
should  be  given  in  early  childhood  by  parents,  or  by  other  adults 
who  happen  to  be  on  the  most  intimate  terms  with  the  child. 

Effects  of  ignorance  of  adults — The  policy  of  maintaining  mystery 
and  secrecy  concerning  things  sexual  has  failed  with  adults  even 
more  sadly  than  with  children.  Health  and  character  and  human 
affection  and  the  family  have  suffered  incalculable  injury  because 
people  are  ignorant  of  fundamental  laws  of  sex. 

Policy  of  silence — The  time-honored  policy  has  been  one  of 
silence  and  mystery  concerning  all  things  sexual.  Everything 
in  that  line  has  long  been  considered  impure  and  degraded,  and 
therefore,  the  less  said  and  the  less  known,  the  better,  especially 
for  young  people.  This  policy  of  silence  has  been  a  gigantic  failure, 
because  it  has  not  preserved  purity  and  innocence  and  because  it 
has  allowed  grave  evils,  both  hygienic  and  moral,  to  develop  under 
the  cloak  of  secrecy. 

Intelligent  control  necessary — Human  sexual  control  must  be 
on  the  basis  of  intelligent  choice ,  because  there  is  no  basis  for  in¬ 
stinctive  control,  as  in  the  higher  animals.  This  means  the  greatest 
task  of  human  life,  for  there  must  be  voluntary  control  of  instinctive 
impulses  or  sexual  desires  which  are  intensified  by  numerous  en¬ 
vironmental  stimuli  or  temptations  that  set  up  exclusively  human 
problems. 

.Since  human  beings  are  by  nature  left  to  control  their  most 
powerful  appetite  solely  by  intelligent  choice,  it  is  evident  that 
a  policy  based  on  silence,  ignorance  and  mystery  must  fail.  The 
only  safe  and  sure  road  to  the  needed  control  of  sexual  actions  is 
to  be  found  in  knowledge  (a)  of  the  reasons  why  control  is  best 
for  the  individual  and  for  the  race  and  (b)  of  the  ways  and  means 
of  control  of  sexual  conduct. 

Controls  of  conduct — The  problem  of  sex-education  resolves 
itself  chiefly  into  the  problem  of  developing  controls  of  conduct 
of  which  there  are  many:  public  opinion;  the  feeling  of  shame  or 
sense  of  modesty;  fear  of  legal,  social  or  medical  consequences; 
fear  of  inflicting  injury  upon  others;  conscience  or  instinctive 
feeling  of  obligation,  which  is  not  merely  the  knowledge  of  right 
and  wrong;  sympathy  which  inhibits  conduct  that  would  affect 


SOCIAL -HYGIENE  EDUCATION 


13 


the  lives  of  others;  high  respect  for  womanhood  and  manhood; 
habits  of  chastity;  knowledge  of  the  general  relations  of  sex  and 
life;  athletic  and  physical  exercises  as  inhibitory  factors;  litera¬ 
ture  which  portrays  romantic  love  that  spiritualizes  the  sex  in¬ 
stinct;  and  enthusiasm  for  sport,  art,  science  and  other  physical 
and  mental  activities. 

Four  aims  of  sex-education — ’In  attempting  to  lay  the  basis  for 
the  best  possible  adjustment  of  sex  and  life,  there  are  four  tasks 
or  chief  aims  of  the  larger  sex-education: 

(1)  Sex-education  should  aim  to  develop  an  open-minded, 
serious,  scientific,  and  respectful  attitude  towards  all  problems  of 
human  life  which  relate  to  sex. 

(2)  Sex-education  should  aim  to  give  that  knowledge  of  personal 
hygiene  of  the  sexual  organs  which  is  of  direct  value  in  making 
for  the  most  healthful  and  efficient  life  of  the  individual. 

(3)  Sex-education  should  aim  to  develop  personal  responsi¬ 
bility  regarding  the  social,  ethical,  psychical,  and  eugenic  aspects 
of  sex  as  affecting  the  individual  life  in  its  relation  to  other  indi¬ 
viduals  of  the  present  and  future  generations — in  short,  sex-educa¬ 
tion  should  consider  the  problems  of  sexual  instincts  and  actions 
in  relation  to  society. 

(4)  Sex-education  should  aim  to  teach  very  briefly  to  young 
people,  during  later  adolescence ,  the  essential  hygienic,  social,  and 
eugenic  facts  regarding  the  destructive  venereal  diseases  whose 
widespread  distribution  is  chargeable  to  sexual  promiscuity  or 
immorality. 

Sex-education  through  other  subjects  or  courses — Since  sex-educa¬ 
tion  is  but  a  phase  of  character  education  as  a  whole,  most  instruc¬ 
tion  and  guidance  intended  for  the  building  up  of  wholesome  atti¬ 
tudes  and  ideals  regarding  sex  should  be  developed  as  integral 
parts  of  the  general  educational  program.  The  facts  of  life  which 
directly  or  indirectly  concern  sex  should  not  be  taken  from  their 
normal  settings  and  organized  into  separate  courses  of  study  known 
as  “social  hygiene”  or  “sex-education.”  On  the  contrary,  the  subject- 
matter  and  regular  courses  in  biological  and  social  sciences,  physical 
education  and  hygiene,  household  arts  or  home-making,  general 
literature,  and  psychology  offer  many  natural  situations  for  dealing 
with  fundamental  sex  facts  and  problems.  Advantage  should 
be  taken  of  such  opportunities  for  teaching  relating  to  the  field 
of  sex-education.  Such  inclusion  of  reference  to  sex  in  various 
courses  sometimes  tends  toward  duplication  and  disproportionate 
emphasis,  and  therefore  in  each  school  or  college  there  should  be 
some  coordinating  individual  or  committee. 

The  experience  of  colleges  and  normal  schools  in  which  there  are 
departments  of  hygiene  organized  in  harmony  with  the  principles 


14 


TEACHERS  COLLEGE  BULLETIN 


enunciated  by  the  Interdepartmental  Social  Hygiene  Board  indi¬ 
cates  that  in  the  higher  institutions,  at  least,  such  departments  of 
.  hygiene  are  the  logical  coordinating  agencies. 

Cooperation  of  parents — The  success  of  the  movement  for  sex- 
education  of  children  of  school  ages  will  depend  largely  upon  the 
attitude  and  cooperation  of  parents;  and  hence  it  is  important 
that  parents  should  be  led  to  understand  the  reasons  and  plans 
for  sex-education.  Many  parents  can  easily  be  instructed  so  as  to 
be  competent  to  protect  their  children  before  the  school  age  against 
physical  or  moral  injury.  From  the  beginning  of  school  age  to 
adolescence  the  problem  of  sex-education  is  one  for  parent  and 
teacher.  From  the  beginning  of  adolescence  on,  it  will  always 
be  a  problem  of  organized  education,  for  the  majority  of  parents  will 
never  know  enough  natural  and  social  science  to  meet  the  problems 
of  adolescence.  It  is  a  mistake  to  assume  that  sex-education  is 
a  problem  for  parents  only;  and  that  it  is  a  temporary  problem 
of  the  school  until  parents  assume  the  responsibility. 

It  is  important,  especially  in  junior  and  senior  high  schools  and  in 
the  early  years  of  colleges,  that  parents  should  cooperate  with 
educational  officials  in  guiding  or  controlling  young  people  in 
many  aspects  of  social  life  which  carry  the  possibility  of  serious 
danger  and  demand  the  sympathetic  cooperation  of  older  people. 

Social-hygiene  problems — There  are  eight  important  sex  problems 
of  our  times  that  offer  reasons  or  arguments  for  sex-education  of 
young  people  because  mistakes  in  many  lives  are  chiefly  traceable 
to  ignorance  and  lack  of  guidance:  (i)  personal  sexual  health,  (2) 
sexual  vulgarity,  (3)  sexual  morality,  (4)  eugenics  or  individual 
responsibility  for  racial  improvement,  (5)  the  problems  of  marriage, 
(6)  illegitimacy,  (7)  the  social  evil,  (8)  the  venereal  or  social  diseases. 
See  discussion  of  these  problems  in  Chapter  II  in  Bigelow’s  “Sex- 
Education”. 

Personal  sex  health — With  regard  to  personal  sex  health,  a  limited 
amount  of  protective  guidance  during  preadolescent  years  should 
be  part  of  general  instruction  regarding  health.  In  preparation 
for  adolescence,  general  information  regarding  menstruation  and 
its  hygiene  should  be  given  to  girls  and  to  boys  should  be  given 
some  protective  warning  regarding  the  normal  nature  of  their 
own  developing  functions.  At  maturity  men  and  women  should 
know  the  principles  of  personal  hygiene  which  relate  to  marriage. 

Wholesome  attitude — The  importance  of  aesthetic  or  at  least 
anti-vulgar  attitude  regarding  sex  can  not  be  overstressed.  If 
sex-education  succeeds  in  giving  young  people  a  clean  and  whole¬ 
some  attitude,  there  will  be  little  difficulty  in  solving  most  of  the 
social  and  hygienic  problems  of  sex.  Hence,  successful  sex-educa¬ 
tion  depends  very  much  upon  the  attitude  formed  in  the  minds 


SOCIAL-HYGIENE  EDUCATION 


15 


of  young  people  and  towards  this  the  major  efforts  of  parents  and 
teachers  should  be  directed.  Sex-education  must  work  for  a  purified 
and  dignified  attitude  which  sees  vulgarity  and  impurity  only  when 
the  functions  of  sex  have  been  voluntarily  and  knowingly  misused 
and  thereby  debased.  Sex-education  in  home  and  school  must 
work  against  the  idea  that  sexual  processes  are  inherently  vulgar, 
degraded,  base,  and  impure. 

Human  meanings  of  sex — It  is  only  by  frankly  recognizing  and 
developing  the  psychical  and  social  and  aesthetic  meanings  of  sex 
that  are  distinctly  human  and  superadded  to  the  merely  propaga¬ 
tive  function  of  the  animal,  that  people  can  be  led  far  away  from 
the  almost  universal  secrecy,  disrespect,  vulgarity,  and  irreverence 
concerning  every  aspect  of  sex  in  human  life.  Sex-instincts  and 
processes  are  essentially  pure  and  beautiful  phases  of  that  wonder¬ 
ful  something  we  call  “life.”  Sex-education  should  aim  to  give  this 
c esthetic  attitude  by  presenting  life  as  fundamentally  free  from  the 
degradation  arising  from  the  common  misuse  and  misunderstanding 
of  the  sexual  nature. 

Morality  or  ethics  of  sex — Sexual  morality  means  the  limitation 
of  sexual  union  to  monogamic  marriage,  but  there  is  need  of  super¬ 
morality  or  sex  idealism  which  means  an  all-satisfying  monogamic 
affection  and  comradeship  based  on  certain  physiological,  psychical, 
aesthetic,  and  ethical  laws  that  underlie  human  sexual  poten¬ 
tialities. 

Immorality  in  sexual  lines  should  not  be  over-stressed  when 
teaching  young  people.  Rather  should  there  be  emphasis  on  the 
moral,  the  normal,  the  healthful,  the  helpful,  and  the  aesthetic 
aspects  of  the  sexual  processes  in  human  life.  Extensive  knowledge 
of  vice  is  not  helpful  to  any  individual. 

Future  of  sex-ethics — We  must  not  overlook  the  possibility  that 
the  marvellous  progress  of  sanitary  and  medical  science  may  some 
day  largely  reduce  the  health  problems  of  sex  without  improving 
morality.  While  sex-education  was  first  planned  to  solve  the 
health  problems,  the  ultimate  sex-education  must  attempt  to 
guide  sexual  conduct  by  moral  principles.  In  short,  the  future 
teaching  of  rational  sex-ethics  must  show  young  people  the  advan¬ 
tages  of  monogamic  relations  of  the  sexes  (see  Dr.  Cooper’s  paper 
on  “The  Monogamous  Ideal,”  published  by  A.  S.  H.  A.). 

Teaching  eugenics — The  responsibility  of  the  individual  for 
future  generations  is  best  taught  in  courses  of  general  biology  in 
which  the  study  of  heredity  of  plants  and  animals  is  now  an  essential 
part.  However,  large  numbers  of  high-school  and  college  students 
do  not  take  courses  in  biology,  and  therefore  it  is  desirable  that 
popular  series  of  illustrated  lectures,  dealing  with  heredity  or 
genetics  as  applied  to  human  life,  should  be  made  available  for 


i6 


TEACHERS  COLLEGE  BULLETIN 


all  students.  This  has  already  been  done  in  many  high  schools 
and  colleges. 

Venereal  diseases — For  the  effective  combating  of  venereal 
diseases  it  is  necessary  that  the  public  possess  information  on  var¬ 
ious  matters  concerning  sex  in  addition  to  hygiene  relating  to  these 
diseases.  As  a  constructive  measure  looking  toward  the  future 
control  of  venereal  diseases,  it  is  necessary  that  children  should 
be  instructed  and  trained  so  that  they  will  develop  proper  attitude 
and  conduct  with  regard  to  the  sex  side  of  life  and  its  successful 
management. 

A  complete  program  for  combating  the  venereal  diseases  requires 
the  measures  a  to  e  below  for  the  protection  of  uninfected  people 
and  /  to  j  which  are  applicable  to  infected  individuals: 

(a)  Education  concerning  sex  and  its  manifold  relations  to  human 
life,  including  limited  and  carefully  selected  information  on 
the  dangers  and  ways  of  transmission  of  the  venereal  dis¬ 
eases. 

(b)  Religious  and  ethical  instruction  intelligently  related  to 
the  avoidance  of  sexual  relations  outside  of  marriage. 

(c)  Wholesome  recreation  and  entertainment  tending  away 
from  promiscuous  sexual  contact. 

(d)  Protective  social  measures  to  prevent  untoward  results 
from  casual  acquaintanceships  in  public. 

(e)  All  measures  of  law  enforcement  (arrest  and  trial,  probation, 
jail  sentence,  enforcement  of  age-of-consent  laws)  that  will 
make  the  uninfected  persons  cautious  with  regard  to  sexual 
contact. 

(/)  Proper  and  adequate  treatment  and  instruction  of  the  in¬ 
fected  in  protection  of  others  with  a  minimum  of  restriction 
upon  their  liberty. 

(g)  Social  service  “follow-up”  to  investigate  and  bring  under 
similar  treatment  and  instruction  when  necessary  all  persons 
infected  as  a  result  of  association  and  contact  with  the  in¬ 
fected. 

(h)  Isolation,  quarantine,  arrest  and  trial,  sentence  to  industrial 
school,  prison  farm,  or  other  institution  for  the  uncooperative 
or  incorrigible  infected. 

(i)  Enforcement  of  laws  for  reporting  of  venereal  disease  without 
infringement  upon  personal  liberty. 

(j)  Cooperation  of  the  clergy  by  demanding  evidence  of  a  careful 
medical  examination  before  marriage. 

Nature-study  and  biology — The  life-histories  of  plants  and  animals 
as  taught  in  the  best  nature-study  and  elementary  biology  of  our 
schools  are  important  in  forming  attitude  towards  reproduction 
and  giving  a  basis  for  simple  and  truthful  answers  to  children’s 
questions  as  to  the  origin  of  the  individual  human  life.  It  is  not 
claimed  that  biological  studies  have  a  direct  moral  value. 


SOCIAL  -HYGIENE  EDUCATION 


1 7 


Literature  for  sex-education — In  the  world’s  best  literature  there 
is  much  that  teaches  important  lessons  in  the  field  of  the  larger 
sex-education  or  social-hygiene  education.  In  the  guise  of  love, 
sex  problems  have  always  held  the  prominent  place  in  all  literature 
Many  there  are  among  the  believers  in  the  larger  sex-education 
who  feel  sure  that  young  people’s  greatest  safety  lies  in  having 
high  ideals  of  affection  and  of  womanhood  and  manhood;  and 
standard  English  literature  is  very  helpful  in  developing  such 
ideals.  See  pamphlets  on  this  subject  published  by  A.  S.  H.  A. 

Home-making — The  home-making  courses,  commonly  known 
as  household  arts  or  home  economics,  offer  splendid  opportunities 
for  unobtrusive  introduction  of  high-school  girls  and  college  women 
to  problems  of  social  hygiene  which  center  in  the  home.  However, 
a  large  proportion  of  girls  and  young  women  do  not  elect  such 
courses  in  schools  and  colleges,  and  therefore  there  is  need  of  popular 
lecture  courses  on  home  health  and  home-making.  Such  a  course 
of  thirty  lessons  was  described  in  the  lecture  given  by  Dr.  Florence 
Richards. 

At  present  there  is  a  recognized  weakness  in  the  above  suggestion, 
and  in  the  entire  household  arts  program,  in  that  no  provision  is 
made  for  reaching  boys  and  young  men  who  should  be  instructed 
and  influenced  concerning  the  mental,  social,  hygienic,  and  economic 
affairs  of  the  home. 

General  science — Introduction  to  science,  commonly  known  as 
“general  science”  in  junior  high  schools  and  in  the  first  year  of 
regular  high  schools,  offers  exceptional  opportunities  for  giving 
hygienic  instruction  to  pupils  of  both  sexes.  A  special  pamphlet 
by  the  U.  S.  P.  H.  S.  suggests  the  possibilities  of  social-hygienic 
instruction  through  general  science. 

Physical  education  and  hygiene — In  the  lectures  and  conferences 
concerning  these  subjects  there  was  great  emphasis  upon  the  im¬ 
portance  of  making  healthy  living  as  affected  by  sex  a  natural 
part  of  health  education.  It  was  agreed  that  the  teacher  of  these 
subjects  is  in  a  strategic  position  for  personal  guidance.  There 
was  general  agreement  on  the  importance  of  organized  and  directed 
physical  activity  as  working  towards  substitution  for,  not  sub¬ 
limation  of,  instinctive  sexual  tendencies. 

The  experience  of  a  limited  number  of  higher  institutions, 
chiefly  those  cooperating  with  the  Interdepartmental  Social  Hygiene 
Board,  demonstrates  that  some  of  the  most  vital  instruction  and 
guidance  is  that  which  is  given  in  connection  with  the  individual 
health  examinations  and  conferences  in  which  the  analysis  of  per¬ 
sonal  habits  and  conduct  of  life  are  an  essential  part.  No  higher 
educational  institution  can  be  regarded  as  truly  efficient  which  does 
not  provide  such  service. 


i8 


TEACHERS  COLLEGE  BULLETIN 


Problems  of  young  men — We  of  the  older  generation  gain  nothing 
in  trying  to  minimize  the  young  man’s  sexual  problems,  for  he  is 
quite  conscious  that  they  are  insistent.  Far  better  it  is  that  mature 
men  who  know  life  in  its  completeness  should  make  the  young  man 
feel  that  his  problems  are  not  new,  and  that  many  another  man 
has  met  and  solved  them  in  such  a  way  as  to  make  life  more  full 
of  real  happiness. 

Those  who  attempt  to  direct  young  men  through  the  bewildering 
mazes  of  sexual  life  should  hold  up  ideals  not  only  of  pre-marital 
continence  based  on  a  looking  forward  to  love  and  marriage,  but 
also  of  post-nuptial  temperance  and  harmonious  adjustment  be¬ 
tween  husband  and  wife. 

Personal  influence — If  ever  there  is  a  time  in  a  boy’s  life  when 
he  needs  intimacy  with  his  mother,  or  another  mature  woman, 
it  is  in  the  early  adolescent  years  of  twelve  to  fifteen.  A  strong 
woman’s  heart-to-heart  guidance  at  that  time  will  influence  a 
boy  more  than  all  the  sex-education  which  the  schools  and  colleges 
combined  can  ever  hope  to  offer.  In  guiding  safely  in  sex  life,  we 
must  believe  in  the  “contagiousness  of  personality.” 

It  matters  little  for  the  future  purity  of  the  boy  on  the  threshold 
of  manhood  whether  he  learns  to  love  “the  woman”  in  the  dream¬ 
land  of  youth  or  in  the  very  real  world  of  life.  It  is  simply  a  ques¬ 
tion  of  the  intensity  of  the  devotion  and  of  the  loftiness  of  the 
ideals  which  she  arouses  within  him. 

Sex-education  a  guide  to  choice — The  one  essential  task  of  sex- 
education  in  its  broadest  outlook  is  to  guide  natural  human  beings 
to  recognition  and  choice  of  the  greatest  good  in  the  sexual  sphere 
of  life.  It  can  do  no  more  than  give  the  individual  a  basis  for 
intelligent  choice  between  good  and  evil;  but  here,  as  in  all  other 
upward  movements  of  human  life,  the  decision  must  depend  upon 
a  clear  and  positive  recognition  of  the  advantages  of  the  good  as 
contrasted  with  the  evil.  Sex-education,  like  all  other  education, 
strives  towards  ideals  that  individuals  and  society  may  always 
continue  to  approach,  but  will  never  reach  in  the  ever-advancing 
improvement  of  sexual  conditions  in  individual  as  well  as  in  social 
life. 

Future  results  of  sex-education — We  believe  in  general  education 
because  it  aims  to  offer  all  individuals  help  in  preparation  for  more 
efficient  life,  although  it  succeeds  only  in  part.  Likewise,  we  should 
stand  for  the  education  of  all  young  people  in  matters  concerning 
sex  because  it  is  certain  that  such  knowledge  will  function  completely 
in  many  lives  and  will  work  appreciable  good  in  others. 

Only  the  ultra-Utopian  dreamer  will  claim  that  sex-education 
can  solve  all  the  sexual  problems  of  civilized  life,  but  even  the  most 
pessimistic  disbeliever  in  the  new  movement  admits  that  knowledge 
of  sexual  life  will  be  helpful  to  the  great  majority  of  people.  It  is 


SOCIAL-HYGIENE  EDUCATION  1 9 

not  to  be  expected  that  the  educational  attack  will  solve  all  sex 
problems  for  all  people. 

Sex-education  permanent — The  larger  sex-education  or  social  - 
hygiene  education  is  sure  to  have  a  permanent  place  in  the  never- 
ending  work  of  preparing  coming  generations  for  the  highest  devel¬ 
opment  of  life’s  possibilities.  Each  succeeding  generation  of  young 
people  must  be  prepared  by  educational  processes  to  face  intelli¬ 
gently  and  bravely  the  manifold  problems  of  sex  that  are  sure  to 
come  into  every  normal  life. 

Social  hygiene  and  monogamy — The  American  sex-education 
movement,  as  stated  in  the  first  lectures,  aims  to  educate  young 
people  to  control  sex  instincts  for  the  purpose  of  securing  the  greatest 
social  health  and  happiness.  The  monogamic  ideal  of  morality 
stands  for  a  great  good  available  in  sex  life.  Monogamic  idealism 
or  super-morality  is  the  greatest  good  within  our  present  vision, 
for  it  means  the  fullest  development  of  the  possibilities  of  affection 
which  in  human  life  has  been  superadded  to  the  biological  repro¬ 
duction  of  the  highest  animals.  In  short,  the  whole  American 
sex-education  movement,  as  distinguished  from  certain  mere  sex- 
information  or  sex-hygiene  campaigns,  centers  in  the  greatest 
good  or  well-being  which  may  come  to  individuals  and  society 
from  sexual  life  culminating  in  affection  as  the  basis  for  the  mono¬ 
gamic  family. 

Continuation  of  Social-Hygiene  Education  at  Teachers  College 

The  experience  with  the  special  program  of  the  summer  of  1920 
has  confirmed  the  previous  opinion  of  the  leaders  of  educational 
policy  in  Teachers  College  that  the  preparation  of  teachers  of  social 
hygiene  should  be  the  cooperative  work  of  all  departments  whose 
subject  matter  has  definite  bearings  on  social  hygiene.  Furthermore, 
the  special  program  has  made  clear  the  importance  of  a  survey  course 
in  social  hygiene  whose  purpose  is  the  assembling  and  coordination 
of  the  contribution  of  the  courses  from  several  departments  and 
which  especially  emphasizes  the  general  principles  of  social-hygiene 
education.  Such  a  course  was  Lecture  Series  II  in  the  Summer 
Session  of  1920,  and  a  similar  survey  course  will  be  included  in 
both  summer  and  regular  sessions  hereafter. 

As  stated  elsewhere  in  this  report,  many  lecturers  were  invited 
for  the  Summer  Session  of  1920  in  order  to  get  the  consensus  of 
opinion  of  representative  experts  in  various  phases  of  social  hygiene 
for  the  purpose  of  formulating  the  principles  and  methods  of  social- 
hygiene  education.  Having  arrived  at  some  definite  conclusion  as 
to  such  principles  and  methods  as  presented  by  leading  representa¬ 
tives  of  the  social-hygiene  movement,  it  now  seems  best  from  the 
standpoint  of  this  professional  school  for  training  teachers  that  the 
instruction  and  guidance  of  students  in  preparation  for  work  in 


20 


TEACHERS  COLLEGE  BULLETIN 


social  hygiene  should  be  entrusted  to  a  very  limited  number  of 
lecturers  in  each  course  and  that  each  lecturer  should  be  assigned 
the  whole  field  around  a  circumscribed  topic,  such  as  heredity,  sex- 
education  in  home  and  school,  and  venereal  diseases  in  all  their 
aspects.  Furthermore,  it  appears  highly  desirable  that  one  or  two 
lecturers  who  have  reviewed  and  digested  the  material  . covered  by 
Lecture  Series  II  in  1920  should  present  to  future  classes  of  advanced 
students  who  are  ready  for  a  survey  of  social  hygiene  the  conclusions 
drawn  from  the  lectures  and  accompanying  conferences  as  given 
in  1920. 

In  line  with  the  above  opinions  now  accepted  by  the  leaders  of 
educational  policy  in  Teachers  College,  it  has  been  decided  to  offer 
in  the  Summer  Session  of  1921  and  in  the  ensuing  college  year,  the 
following  courses  which  are  related  to  social  hygiene  in  the  largest 
sense  and  which  will  be  recommended  to  advanced  students  desiring 
to  prepare  for  educational  work  in  this  field : 

Biology  S51 — Biological  Nature-Study.  2  points.  Professor 
Broadhurst  and  Miss  Stackpole 

Biology  si 04 — Educational  and  Social  Biology.  2  points.  Miss 
Stackpole,  Dr.  Kenyon,  and  Professor  Bigelow 

Biology  si 53 — Applied  Biology.  4  points.  Miss  Stackpole 
Education  S301 — Biology  for  High-School  Teachers.  3  points. 
Professors  Broadhurst  and  Bigelow  and  Miss  Stackpole 

Social  Science  S87 — Principles  of  Modern  Social  Work.  2  points. 
Miss  Harriet  Townsend 

Social  Science  S198 — Social  Adjustments  of  the  Family  and 
Survey  of  Social  Hygiene.  2  points.  Professor  Bigelow,  Mrs. 
Spencer,  and  special  lecturers 

Social  Science  si98a — Social  Adjustments  of  the  Family.  1 
point.  Mrs.  Spencer 

Social  Science  sip8b — Survey  of  Social  Hygiene.  1  point.  Pro¬ 
fessor  Bigelow  and  special  lecturers 

Hygiene  S75 — Sanitary  Science.  2  points.  Dr.  Armstrong 
Hygiene  S172 — Personal  Hygiene.  2  points.  Professor  Williams 
Household  Arts  S105 — Home-making  Adjustments  in  Social 
Work.  2  points.  Miss  Emma  Winslow 

Household  Economics  si 68 — Social  and  Economic  Aspects  of 
Housing  and  Other  Living  Conditions.  2  points.  Professor 
Andrews,  Mr.  Lawson  Purdy,  and  special  lecturers 

Nursing  S3 — Physical  Care  of  Infants  and  Small  Children.  2 
points.  Dr.  Kenyon  and  assistant 

Nursing  s5 — Home  Nursing.  2  points.  Miss  Dines 
Education  S185 — Fundamentals  of  Playground  and  Recreation 
Work.  2  points.  Dr.  Way 

Education  S195B — Recreational  Education:  Boys’  and  Girls’ 
Clubs.  2  points.  Professor  Fretwell  and  Mr.  Smith 


SOCIAL -HYGIENE  EDUCATION 


21 


Education  S195C — Principles  and  Practices  of  Scouting  and 
Scoutcraft.  2  points.  Mr.  Smith,  Mrs.  Fretwell,  and  special 
lecturers 


References  for  Lecture  Series  I 

Note. — The  references  of  the  first  group  deal  with  the  nature-study  and  general 
biological  facts  related  to  social-hygiene  education  as  presented  by  Miss  Stack- 
pole,  Dr.  Kenyon  and  Mrs.  Cady;  those  of  the  second  group  were  supplementary 
to  the  lectures  on  heredity  and  eugenics  by  Mr.  Popenoe  and  Professor  Bigelow. 

Cady,  Bertha  Chapman  and  V.  M. — “The  Way  Life  Begins.”  American  Social 
Hygiene  Association 

Torelle,  Ellen — “Plant  and  Animal  Children,  How  they  Grow.”  Heath  and  Co. 

March,  Norah  H. — “Towards  Racial  Health.”  Routledge,  London 

Bigelow,  M.  A.  and  Anna  N. — “Introduction  to  Biology.”  Macmillan  Co.  Chapter 
on  “Reproduction  of  Organisms.” 

Bigelow,  M.  A.  and  Anna  N. — “Applied  Biology.”  Macmillan  Co.  Numerous 
references  to  life-histories  of  animals  and  plants  under  “Reproduction”  in  Index. 

Galloway,  T.  W. — “Biology  of  Sex.”  Heath  and  Co. 

Geddes,  P.  and  Thomson,  J.  A. — “Sex.”  Holt  and  Co. 


Conklin,  E.  G. — “Heredity  and  Environment.”  Princeton  University  Press 
Guyer,  M.  F. — “Being  Well  Born.”  Bobbs  Merrill  Co. 

Castle,  W.  E. — “Genetics  and  Eugenics.”  Harvard  Press 
Popenoe,  P.  and  Johnson,  R.  W. — “Applied  Eugenics.”  Macmillan 

References  for  Lecture  Series  II  and  Conferences 

Note. — The  references  in  the  first  group  below  were  supplementary  to  lectures 
on  general  principles  of  social-hygiene  education  presented  by  Dean  Balliet, 
Dr.  Exner,  Professor  Bigelow,  Dr.  Galloway,  Dr.  Kenyon,  Professor  Eddy, 
Dr.  Richards,  Dr.  Small,  Dr.  Snow,  Mr.  Van  Buskirk,  Dr.  Gruenberg  and 
Dr.  Wile  (see  complete  list  of  lecturers  and  topics  on  pp.  5-7). 

Bigelow,  M.  A. — “Sex-Education.”  Macmillan 

Gulick,  L.  H. — “The  Dynamic  of  Manhood.”  Y.  M.  C.  A. 

Wile,  Ira  S. — “Sex-Education.”  Duffield 

Some  of  the  best  reference  material  for  class  use  was  found  in  numerous  pam¬ 
phlets  published  by  the  American  Social  Hygiene  Association  and  the  United 
States  Public  Health  Service. 

In  the  survey  of  social  hygiene  in  the  Summer  Session  of  1921  the  above  list 
will  be  supplemented  by  T.  W.  Galloway’s  “Sex  Factor  in  Human  Life,”  “Pre¬ 
liminary  Report  of  1921  Y.  M.  C.  A.  Sex-Education  Conference”  and  “Preliminary 
Report  of  All-America  Conference  on  Venereal  Diseases”  (all  three  for  sale  by  the 
American  Social  Hygiene  Association).  These  new  publications  will  be  critically 
discussed. 


Note. — The  references  of  this  second  group  were  related  to  the  lectures  on 
venereal  diseases,  law  enforcement,  and  corrective  work  by  Colonel  Ashburn, 
Dr.  Davis,  Mrs.  Falconer,  Mr.  Johnson,  Dr.  Snow,  Miss  Miner,  Dr.  Peder¬ 
sen,  Dr.  Pierce,  Mrs.  Rippin,  Dr.  Storey,  Dr.  Thomson  and  Mr.  Whitin. 


22 


TEACHERS  COLLEGE  BULLETIN 


Addams,  Jane — “A  New  Conscience  and  an  Ancient  Evil.”  Macmillan 
Creighton,  Louise — “The  Social  Disease  and  How  to  Fight  It.”  Longmans 
Stokes,  J.  H. — “Today’s  World  Problem  in  Disease  Prevention.”  U.  S.  P.  H.  S. 
Stokes,  J.  H. — “The  Third  Great  Plague.”  Saunders 

The  most  useful  literature  for  students  of  the  medical  and  legal  aspects  of 
social  hygiene  was  found  in  the  pamphlets  issued  by  the  A.  S.  H.  A.,  U.  S.  P.  H.  S., 
and  U.  S.  I.  S.  H.  B.  Complete  sets  of  these  were  available  for  use  of  students 
and  visitors. 


For  additional  references  students  were  directed  to  the  bulletin  on  “What  to 
Read  in  Social  Hygiene,”  published  by  the  A.  S.  H.  A.,  and  Chapter  XII  in  Bige¬ 
low’s  “Sex-Education.” 

Social-Hygiene  Pamphlets 

Note. — The  price  of  the  pamphlets  published  by  the  American  Social  Hygiene 
Association  is  io  cents  each.  Those  of  the  United  States  Public  Health  Service 
are  free. 

Armstrong,  D.  B.  and  Eunice  B. — “Sex  in  Life.”  A.  S.  H.  A.  No.  52 

Anonymous. — “The  Boy  Problem.”  A.  S.  H.  A.  No.  284 

Anon. — “Health  for  Men.”  A.  S.  H.  A.  No.  283 

Anon. — “Healthy,  Happy  Womanhood.”  A.  S.  H.  A.  No.  60 

Anon. — “Keeping  Fit.”  A.  S.  H.  A.  No.  55 

Anon. — “Sex-Education  in  the  Home.”  U.  S.  P.  H.  S.  No.  61 

Brown,  Helen  W. — “Child  Questions  and  Their  Answers.”  A.  S.  H.  A.  No.  248 

Cooper,  John  M. — “Human  Welfare  and  the  Monogamous  Ideal.”  A.  S.  H.  A.  No. 
314 

Irwin,  Will. — “Conquering  an  Old  Enemy.”  A.  S.  H.  A.  No.  250 

Morrow,  P.  A.,  Balliet,  T.  M.  and  Bigelow,  M.  A. — “Matter  and  Methods  of 
Sex-Education.”  A.  S.  H.  A.  No.  189 

“Preliminary  Report  of  Y.  M.  C.  A.  Sex-Education  Conference.”  A.  S.  H.  A. 
No.  321 

“Preliminary  Report  of  All-America  Conference.”  A.  S.  H.  A. 

Rucker,  W.  C. — “Sword  of  Damocles.”  A.  S.  H.  A.  No.  101 
Social-hygiene  pamphlets  of  U.  S.  P.  H.  S. 

Thompson,  Louise  B.  and  Curtiss,  Lucy  S. — “Sex-Education  through  English 
Literature.”  A.  S.  H.  A.  No.  309 

Ulrich,  Mabel  S. — “The  Girl’s  Part.”  A.  S.  H.  A.  No.  181 

Ulrich,  Mabel  S. — “Mothers  of  America.”  A.  S.  H.  A.  No.  180 

Ulrich,  Mabel  S. — “Uncle  Sam  Needs  Leaders.”  Minn.  Board  of  Health 

Gardiner,  Ruth  K. — “Your  Daughter’s  Mother.”  A.  S.  H.  A.  No.  319 


